Using MAP to Plan ELA Enrichment

Reading

Using MAP to Plan ELA Enrichment

Reading

Students who score in the 95% or above range on MAP are identified as gifted and talented. In order for students to continue to test in the GT identification range, many of the standards that they encounter on the test are above grade level. We have compiled those standards (pulled from the MAP Learning Continuum) in the documents below. These are not required but might be helpful when planning and grouping students.

Standards Assessed on MOY MAP for Students Who Score 95% or Above

Use these documents as a reference when planning and differentiating for students who score in the 95% or above on the MAP assessment. Each document lists the standards that are assessed on MAP for the specific RIT bands within the gifted identification range.

-------Selecting Texts for Gifted Readers-------

The problem is often the discrepancy between the child’s intellectual and social emotional development. The gifted reader may be able to read the words, but do they understand the content?

Provide gifted readers advanced nonfiction for challenging reading experiences but limit the fiction to their age level.

The language should make demands on their vocabulary. Keep an eye out for descriptive words that stimulate visual imagery.

Select books with metaphor, allusion, and symbolism. These require the reader to create some of the meaning and will stretch the child’s perception.

Seek plots structured in thought-provoking ways. Look for flashbacks, narration that switches from one character to another, and stories that end without a definite resolution. These devices cause the reader to examine a situation from different perspectives.

The setting can be anywhere - in the real world or in the imagination - or at any time. By reading books that span a wide range of settings, your students can experience ways of living that they may never encounter in their own lives.

--------- Fiction and Higher Level Questions ---------

Higher level questioning strategies and discussion questions are essential to challenging advanced readers and encouraging them to respond to literature in creative ways. This Thinking About Reading Newsletteroffers a variety of ways to provide appropriate challenge for advanced readers.

------------- Vocabulary Resources --------------

A common characteristic of gifted children is having an advanced vocabulary. This is especially apparent in younger children. Despite this propensity, the vocabulary of gifted students, like all students, will stagnate if not cultivated. Many challenging resources can be found in the

Vocabulary Academic Opportunity

CCS has a long history of school and district spelling bee competitions. The Gifted Department no longer coordinates a spelling bee for the district but schools can hold competitions and the winner will be eligible to take the SCRIPPS online test to earn a spot in the regional spelling bee at Ohio University. A vocaulary component was recently added. Information and resources can be found in the Spelling Bee Newsletter.

---------------------Figurative Language ----------------

Gifted children often enjoy word play including puns and combining words in unusual or creative ways. Verbal ability can also make kids stand apart from the crowd, and verbally gifted children sometimes have trouble with classmates and friends because their language highlights their differences. Engage and challenge your advanced readers with analogies, puns, idioms and more. Resources to challenge the gifted reader can be found in this Word Play Newsletter.